Planning, programming and assessing history K–6
Resources to help you plan, program and assess history from Kindergarten to Year 6
The History K–10 Syllabus (2012) focuses on the development of historical skills and understanding of the key historical concepts through a process of historical inquiry rather than an integrated approach.
Historical inquiry process
Historical inquiry continuum K–10 (DOCX 288 KB) can be used to enhance planning, programming and assessment opportunities in history.
Students use historical methods and techniques to reconstruct the past to explain how people, places and events have shaped the world today. Through a process of historical inquiry, students study key historical concepts.
- Continuity and change
- Cause and effect
- Perspectives
- Significance
- Empathy
- Contestability
Students explore history using a range of sources. They create texts about the past using a range of communication forms. These skills are outlined in the Continuum of skills in history K–10 (NESA).
Historical skills
- comprehension – chronology, terms and concepts
- analysis and use of sources
- perspectives and interpretations
- empathetic understanding
- research
- explanation and communication
Programming
When programming the Historical concepts and skills resource (DOCX 445 KB) will assist you to:
- implement the history strand of the human society and its environment key learning area using the NESA history K–6 syllabus
- understand the difference between historical concepts and skills
- recognise the implications of the historical concepts and skills continuums in enhancing student achievement
- utilise the historical concepts and skills to provide quality teaching in human society and its environment K–6 lessons for history to support students' engagement and understanding of the procedures, tools and methods of thinking which constitute the discipline of history.
Scope and sequences
Learn how to develop effective scope and sequences (includes sample scope and sequences).
History K–6 sample learning sequences
The following sample learning sequences cover a number of Early Stage 1 to Stage 3 topics from the History K–10 Syllabus. Teachers may adapt these learning sequences to suit the needs of individual students and their local school context.
Syllabus content
Stories other people tell about the past
Teaching framework
Important family events (DOCX 2094 KB)
Syllabus content
What is my history and how do I know
Teaching framework
Syllabus content
How changes in technology have shaped our daily lives
Teaching framework
Changing technology (DOCX 3.6 MB)
Syllabus content
What remains of the past are important to the local community and why
Teaching framework
Syllabus content
Family structures and roles, daily lives past and present
Teaching framework
Daily life past and present (DOCX 4.6 MB)
Syllabus content
Describe the sequence of time
Teaching framework
Syllabus content
How has our community changed?
Teaching framework
Change and continuity, community and people (DOCX 6365 KB)
Syllabus content
Who lived here first and how do we know
Teaching framework
Importance of Country and Place (DOCX 171 KB)
Syllabus content
How and why do people choose to remember significant events of the past
Teaching framework
Syllabus content
What was life like for Aboriginal and/or Torres Strait Islander peoples before the arrival of the Europeans?
Teaching framework
Australia’s first people (DOCX 76 KB)
Syllabus content
Why great journeys of exploration occurred
Teaching framework
Journeys of exploration (DOCX 2.1 MB)
Syllabus content
Why did Europeans settle Australia and what was the nature and consequences of the contact?
Teaching framework
Syllabus content
Lives of people in Australia's colonial past
Teaching framework
Colonial immigration (DOCX 3.1 MB)
Syllabus content
Significant events and people that shaped Australian colonies
Teaching framework
Notable colonials (DOCX 1.6 MB)
Syllabus content
Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800
Teaching framework
Colonial settlement and life (DOCX 2.9 MB)
Syllabus content
Impact of significant events on the Australian colony, for example, internal exploration, frontier conflict, rail expansion
Teaching framework
Syllabus content
How did Australian society change throughout the twentieth century
Teaching framework
Australian democracy and citizenship (DOCX 1205 KB)
Syllabus content
Why and how did Australia become a democracy?
Teaching framework
Australian Federation (DOCX 241 KB)
Syllabus content
Contribution of significant individuals and groups to the development of Australian society
Teaching framework
Significant Australians (DOCX 457 KB)
Syllabus content
Stories of groups of people who migrated to Australia and the reasons they migrated
Teaching framework
Learning sequences (from home)
Use learning sequences to support students learning from home.
Present and past family life
Students explore differences in family structures and roles today, and how these have changed or remained the same over time.
- Learning sequence – present and past family life Stage 1 (DOCX 772.6 KB)
- Student workbook – present and past family life Stage 1 (DOCX 829.6 KB)
The past in the present
This learning sequence provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining aspects of the past and considering what they tell us. This learning sequence comprises two inquiries – our school history and the local school in the past and the present. Students use a variety of sources to identify and describe the aspects of the past that they can see around the local school environment. Students investigate information about the local school in the past and present. They draw on their own investigations and that of the local older generations such as their parents and grandparents, as well as other sources.
- Learning sequence – the past in the present Stage 1 (DOCX 78 KB)
- Student workbook – the past in the present Stage 1 (DOCX 857 KB)
The past in the present 2
Students investigate how technology has changed in their home and community and the impacts of changing technology. They discuss the similarities and differences of technology from the past and sequence them over time. Students explore the way technology has changed the way they communicate. They use a range of communication forms to explain the impact of changing technology on people’s lives. They draw on their own investigations and that of the local older generations such as their parents and grandparents, as well as other sources.
Present and past family life
Students explore differences in family structures and roles today, and how these have changed or remained the same over time.
- Learning sequence – present and past family life Stage 1 (DOCX 772.6KB)
- Student workbook – present and past family life Stage 1 (DOCX 829.6KB)
The past in the present
This learning sequence provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining aspects of the past and considering what they tell us. This learning sequence comprises two inquiries – our school history and the local school in the past and the present. Students use a variety of sources to identify and describe the aspects of the past that they can see around the local school environment. Students investigate information about the local school in the past and present. They draw on their own investigations and that of the local older generations such as their parents and grandparents, as well as other sources.
- Learning sequence – the past in the present Stage 1 (DOCX 78KB)
- Student workbook – the past in the present Stage 1 (DOCX 857KB)
The past in the present 2
Students investigate how technology has changed in their home and community and the impacts of changing technology. They discuss the similarities and differences of technology from the past and sequence them over time. Students explore the way technology has changed the way they communicate. They use a range of communication forms to explain the impact of changing technology on people’s lives. They draw on their own investigations and that of the local older generations such as their parents and grandparents, as well as other sources.
Assessment opportunities
Community and Remembrance 1
Students investigate important days and weeks that are celebrated or commemorated in Australia. They identify and describe local, state and national symbols and discuss their origins, symbolism and significance. They record and communicate their information through an infographic or poster.
- Learning sequence – community and remembrance 1 Stage 2 (DOCX 923 KB)
- Student workbook – community and remembrance 1 Stage 2 (DOCX 947 KB)
Community and Remembrance 2
This topic provides a study of the Aboriginal identity and culture in the local area. This learning sequence consists of two short inquiries – connecting to Country and Aboriginal Dreaming stories.
In the first, students investigate the importance of Country and Place to the local Aboriginal people. They identify Aboriginal languages spoken and learn about the special relationship Aboriginal people have with Country. In the second, students explore Dreaming stories. They explore how Dreaming stories explain local connection to Country and respond to Dreaming stories that are presented to them using a variety of sources.
- Learning sequence – community and remembrance 2 Stage 2 (DOCX 75.6 KB)
- Student workbook – community and remembrance 2 Stage 2 (DOCX 1059 KB)
Community and remembrance 3
This topic provides a study of identity and diversity in both a local and broader context. Moving from the heritage of their local area, students explore the historical features that have been lost and retained. Students examine early transport in the local community and New South Wales through a guided inquiry. They use a range of sources to describe and explain how and why transport has changed or remained the same.
Australia as a nation
Students sequence key figures and events and explain their significance in the development of Australian democracy, for example, Sir Henry Parkes, Edmund Barton, Louisa Lawson or Vida Goldstein.
The Australian Colonies
Students investigate significant events that shaped Australia’s identity for one decade or era within the 1800s. They investigate and create a timeline of significant events and their effects for the time period 1800 to 1900.
Australia as a nation 2
Students investigate the status, rights and freedoms of Aboriginal and Torres Strait Islander peoples in Australian democracy. They investigate the actions of individuals and groups that work to address inequities and instigate change.
Assessment opportunities
Using quality literature in history K–10
- Guide to using picture books in history K–10 (PDF 1.6 MB) - supports teachers to integrate picture books to enhance their history teaching and programming. It provides examples of learning activities for picture books selected for their historical and literary value.
- Using picture books for intercultural understanding: Learning across the curriculum (PDF 1.6 MB) – is a resource for geography, history, English, creative arts K–10. The resource suggests learning activities based around picture books selected for their value in developing intercultural understandings and their literary worth.
- Aboriginal and Torres Strait Islander histories and cultures – picture books (DOCX 116 KB) – is a resource for history and geography that suggests learning activities based around quality literature for the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures.
- Asia and Australia's engagement with Asia – picture books (DOCX 1.6 MB) – a resource for history and geography that suggests learning activities based around quality literature for the cross-curriculum priority of Asia and Australia’s engagement with Asia.
History planning for small schools
History program evaluation
Tool for evaluating a teaching and learning program for history K–10 (DOCX 61.4 KB)
Learning across the curriculum
The following resources may also assist your programming of K–6 history using a cross-curriculum approach.
- Aboriginal and Torres Strait Islander histories and cultures (DOCX 116 KB) – K–10 cross-curriculum resource providing teaching and learning activities and links to resources to integrate the teaching of the key concepts of Country and Place, Culture and People with the K–6 content and outcomes.
- Sustainability (DOCX 84 KB) – K–10 cross-curriculum resource providing ideas to embed the cross-curriculum priority of sustainability within a history program through learning snapshots with links to resources across a number of K–6 topics.
- Asia and Australia's engagement with Asia (PDF 1.3 MB) – K–10 cross-curriculum resource providing snapshots of learning for each stage with case studies that support you to include the diversity of Asia, achievements and contributions of peoples of Asia and Asia-Australia engagement in geography.
- Civics and citizenship (DOCX 480 KB) – sample teaching and learning activities that align with the Civics and citizenship assessment framework. For Year 6, the civics and citizenship teaching and learning supports the topic of Australia as a nation in the History K–10 Syllabus.
Other resources
- History terminology continuum K–10 (DOCX 53 KB) – providing a list of essential vocabulary required of the NSW syllabus for the Australian curriculum K–10 history.